Year 2 Music YEAR A Summer 2009 THE LONG AND SHORT OF IT
Learning Intention  <ul><li>To learn that music is made up of long and short sounds </li></ul><ul><li>To learn how to use ...
Some sounds are short <ul><li>Some sounds are short </li></ul><ul><li>Some sounds are long </li></ul><ul><li>Which sounds ...
Some sounds are short <ul><li>1 </li></ul><ul><li>2 </li></ul><ul><li>3 </li></ul><ul><li>4 </li></ul><ul><li>5 </li></ul>...
Some sounds are short <ul><li>Sit in a circle and sing the song. </li></ul><ul><li>Pass around a bean bag </li></ul><ul><l...
Some sounds are short <ul><li>1 </li></ul><ul><li>2 </li></ul><ul><li>3 </li></ul><ul><li>4 </li></ul><ul><li>5 </li></ul>...
Dipidu <ul><li>Good day, good day to you, </li></ul><ul><li>Good day, oh dipidu. </li></ul><ul><li>Good day, good day to y...
Dipidu <ul><li>Which section of the song had the most long sounding words? </li></ul><ul><li>Which words in section 2 are ...
Learn the song <ul><li>Good day, good day to you, </li></ul><ul><li>Good day, oh dipidu. </li></ul><ul><li>Good day, good ...
Jackass wid him long tail <ul><li>Jackass wid him long tail </li></ul><ul><li>Bag a coco comin down </li></ul><ul><li>Acti...
Learning Outcomes  <ul><li>We’ve learned that music is made up of long and short sounds </li></ul><ul><li>We’ve used our v...
Year 2 Music YEAR A Summer 2009 THE LONG AND SHORT OF IT 2
Learning Intention  <ul><li>how to make sounds of different  duration  on untuned percussion instruments </li></ul><ul><li...
Dipidu <ul><li>Good day, good day to you, </li></ul><ul><li>Good day, oh dipidu. </li></ul><ul><li>Good day, good day to y...
Dipidu – clap on the beat <ul><li>Good day, good day to you, </li></ul><ul><li> </li></ul><ul><li>Good day,  oh dip...
Dipidu – play on the beat <ul><li>Choose an instrument that can make a LONG sound. </li></ul><ul><li>Good day, good day to...
Dipidu – clap the RHYTHM <ul><li>Dip,  dip,  dipidu </li></ul><ul><li> </li></ul><ul><li>Dipidu  oh  dipidu </li></...
Dipidu – play the RHYTHM <ul><li>Choose an instrument that can make a SHORT sound </li></ul><ul><li>Dip,  dip,  dipidu </l...
Dipidu – perform the song with instruments <ul><li>Choose an instrument that can make a LONG sound. </li></ul><ul><li>Good...
Dipidu – play the RHYTHM <ul><li>Choose an instrument that can make a SHORT sound </li></ul><ul><li>Dip,  dip,  dipidu </l...
Some sounds are short <ul><li>Some sounds are short </li></ul><ul><li>Some sounds are long </li></ul><ul><li>Which sounds ...
Some sounds are short <ul><li>1 </li></ul><ul><li>2 </li></ul><ul><li>3 </li></ul><ul><li>4 </li></ul><ul><li>5 </li></ul>...
Instruments <ul><li>Tambour </li></ul><ul><li>Cymbal </li></ul><ul><li>Woodblock  </li></ul><ul><li>Chime Bar </li></ul><u...
Play the game with instruments <ul><li>Some sounds are short </li></ul><ul><li>Some sounds are long </li></ul><ul><li>Whic...
Some sounds are short <ul><li>1 </li></ul><ul><li>2 </li></ul><ul><li>3 </li></ul><ul><li>4 </li></ul><ul><li>5 </li></ul>...
Jackass wid him long tail <ul><li>Jackass wid him long tail </li></ul><ul><li>Bag a coco comin down </li></ul><ul><li>Acti...
Learning Outcomes  <ul><li>We’ve explored long and short sounds on classroom instruments </li></ul><ul><li>We’ve performed...
Year 2 Music YEAR A Summer 2009 THE LONG AND SHORT OF IT 3
Learning Intention  <ul><li>To learn that music is made up of long and short sounds </li></ul><ul><li>……(sounds of differe...
Long Tail, Short Temper <ul><li>Listen to this song – listen carefully to the words </li></ul><ul><li>Which word has the l...
Long Tail, Short Temper <ul><li>Listen again and notice the clip clop of the donkey’s hooves. </li></ul><ul><li>Are the so...
Tingalayo <ul><li>We’ll learn to sing the song –  </li></ul><ul><li>Tingalayo, come little donkey come X 2 </li></ul><ul><...
Tingalayo rhythms clip clop  clip  clop clip  clop clip  clop Tin -ga –lay---------------------o spoon and  fork   spoon a...
Tingalayo rhythms <ul><li>We’ll practise each rhythm </li></ul><ul><li>Half tap the clip clop beat, half tap a rhythm </li...
Tingalayo rhythms clip clop  clip  clop clip  clop clip  clop Tin -ga –lay---------------------o spoon and  fork   spoon a...
Learning Outcomes  <ul><li>We’ve identified long and short sounds in a piece of music </li></ul><ul><li>We’ve performed lo...
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Year a y2 long and short summer

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Year 2 Music project for Summer 2011

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Year a y2 long and short summer

  1. 1. Year 2 Music YEAR A Summer 2009 THE LONG AND SHORT OF IT
  2. 2. Learning Intention <ul><li>To learn that music is made up of long and short sounds </li></ul><ul><li>To learn how to use our voices to make a variety of long and short sounds </li></ul>
  3. 3. Some sounds are short <ul><li>Some sounds are short </li></ul><ul><li>Some sounds are long </li></ul><ul><li>Which sounds are on the card after this song? </li></ul><ul><li>Some sounds are short </li></ul><ul><li>Some sounds are long </li></ul><ul><li>These sounds were on the card after the song </li></ul>
  4. 4. Some sounds are short <ul><li>1 </li></ul><ul><li>2 </li></ul><ul><li>3 </li></ul><ul><li>4 </li></ul><ul><li>5 </li></ul><ul><li>6 </li></ul><ul><li>7 </li></ul>
  5. 5. Some sounds are short <ul><li>Sit in a circle and sing the song. </li></ul><ul><li>Pass around a bean bag </li></ul><ul><li>When the song stops, the person with the bag makes voice ( VOCAL ) sounds </li></ul><ul><li>You can use oooooo eeeeeee aaaaaa deeeee sooooo, pip dip pop, can you think of any others? </li></ul><ul><li>Which number were they performing? </li></ul>
  6. 6. Some sounds are short <ul><li>1 </li></ul><ul><li>2 </li></ul><ul><li>3 </li></ul><ul><li>4 </li></ul><ul><li>5 </li></ul><ul><li>6 </li></ul><ul><li>7 </li></ul>
  7. 7. Dipidu <ul><li>Good day, good day to you, </li></ul><ul><li>Good day, oh dipidu. </li></ul><ul><li>Good day, good day to you, </li></ul><ul><li>Good day, oh dipidu. </li></ul><ul><li>Dip, dip, dipidu </li></ul><ul><li>Dipidu oh dipidu </li></ul><ul><li>Dip, dip, dip, dip, dipidu </li></ul><ul><li>Dipidu oh dipidu </li></ul>
  8. 8. Dipidu <ul><li>Which section of the song had the most long sounding words? </li></ul><ul><li>Which words in section 2 are the shortest? </li></ul><ul><li>What happens in the last bit of the second section? </li></ul>
  9. 9. Learn the song <ul><li>Good day, good day to you, </li></ul><ul><li>Good day, oh dipidu. </li></ul><ul><li>Good day, good day to you, </li></ul><ul><li>Good day, oh dipidu. </li></ul><ul><li>Dip, dip, dipidu </li></ul><ul><li>Dipidu oh dipidu </li></ul><ul><li>Dip, dip, dip, dip, dipidu </li></ul><ul><li>Dipidu oh dipidu </li></ul>
  10. 10. Jackass wid him long tail <ul><li>Jackass wid him long tail </li></ul><ul><li>Bag a coco comin down </li></ul><ul><li>Actions – stroke the long tail then tap. </li></ul>
  11. 11. Learning Outcomes <ul><li>We’ve learned that music is made up of long and short sounds </li></ul><ul><li>We’ve used our voices to make a variety of long and short sounds </li></ul><ul><li>The word we use for long and short sounds is DURATION </li></ul>
  12. 12. Year 2 Music YEAR A Summer 2009 THE LONG AND SHORT OF IT 2
  13. 13. Learning Intention <ul><li>how to make sounds of different duration on untuned percussion instruments </li></ul><ul><li>how to use instruments to create sequences of long and short sounds </li></ul>
  14. 14. Dipidu <ul><li>Good day, good day to you, </li></ul><ul><li>Good day, oh dipidu. </li></ul><ul><li>Good day, good day to you, </li></ul><ul><li>Good day, oh dipidu. </li></ul><ul><li>Dip, dip, dipidu </li></ul><ul><li>Dipidu oh dipidu </li></ul><ul><li>Dip, dip, dip, dip, dipidu </li></ul><ul><li>Dipidu oh dipidu </li></ul>
  15. 15. Dipidu – clap on the beat <ul><li>Good day, good day to you, </li></ul><ul><li> </li></ul><ul><li>Good day, oh dipidu. </li></ul><ul><li> </li></ul><ul><li>Good day, good day to you, </li></ul><ul><li> </li></ul><ul><li>Good day, oh dipidu. </li></ul><ul><li> </li></ul>
  16. 16. Dipidu – play on the beat <ul><li>Choose an instrument that can make a LONG sound. </li></ul><ul><li>Good day, good day to you, </li></ul><ul><li> </li></ul><ul><li>Good day, oh dipidu. </li></ul><ul><li> </li></ul><ul><li>Good day, good day to you, </li></ul><ul><li> </li></ul><ul><li>Good day, oh dipidu. </li></ul><ul><li> </li></ul>
  17. 17. Dipidu – clap the RHYTHM <ul><li>Dip, dip, dipidu </li></ul><ul><li> </li></ul><ul><li>Dipidu oh dipidu </li></ul><ul><li>   </li></ul><ul><li>Dip, dip, dip, dip, dipidu </li></ul><ul><li>         </li></ul><ul><li>Dipidu oh dipidu </li></ul><ul><li>   </li></ul>
  18. 18. Dipidu – play the RHYTHM <ul><li>Choose an instrument that can make a SHORT sound </li></ul><ul><li>Dip, dip, dipidu </li></ul><ul><li> </li></ul><ul><li>Dipidu oh dipidu </li></ul><ul><li>   </li></ul><ul><li>Dip, dip, dip, dip, dipidu </li></ul><ul><li>         </li></ul><ul><li>Dipidu oh dipidu </li></ul><ul><li>   </li></ul>
  19. 19. Dipidu – perform the song with instruments <ul><li>Choose an instrument that can make a LONG sound. </li></ul><ul><li>Good day, good day to you, </li></ul><ul><li> </li></ul><ul><li>Good day, oh dipidu. </li></ul><ul><li> </li></ul><ul><li>Good day, good day to you, </li></ul><ul><li> </li></ul><ul><li>Good day, oh dipidu. </li></ul><ul><li> </li></ul>
  20. 20. Dipidu – play the RHYTHM <ul><li>Choose an instrument that can make a SHORT sound </li></ul><ul><li>Dip, dip, dipidu </li></ul><ul><li> </li></ul><ul><li>Dipidu oh dipidu </li></ul><ul><li>   </li></ul><ul><li>Dip, dip, dip, dip, dipidu </li></ul><ul><li>         </li></ul><ul><li>Dipidu oh dipidu </li></ul><ul><li>   </li></ul>
  21. 21. Some sounds are short <ul><li>Some sounds are short </li></ul><ul><li>Some sounds are long </li></ul><ul><li>Which sounds are on the card after this song? </li></ul><ul><li>Some sounds are short </li></ul><ul><li>Some sounds are long </li></ul><ul><li>These sounds were on the card after the song </li></ul>
  22. 22. Some sounds are short <ul><li>1 </li></ul><ul><li>2 </li></ul><ul><li>3 </li></ul><ul><li>4 </li></ul><ul><li>5 </li></ul><ul><li>6 </li></ul><ul><li>7 </li></ul>
  23. 23. Instruments <ul><li>Tambour </li></ul><ul><li>Cymbal </li></ul><ul><li>Woodblock </li></ul><ul><li>Chime Bar </li></ul><ul><li>(Rubber beater) </li></ul><ul><li>How can we make long and short sounds with each of these instruments? </li></ul>
  24. 24. Play the game with instruments <ul><li>Some sounds are short </li></ul><ul><li>Some sounds are long </li></ul><ul><li>Which sounds are on the card after this song? </li></ul><ul><li>Some sounds are short </li></ul><ul><li>Some sounds are long </li></ul><ul><li>These sounds were on the card after the song </li></ul>
  25. 25. Some sounds are short <ul><li>1 </li></ul><ul><li>2 </li></ul><ul><li>3 </li></ul><ul><li>4 </li></ul><ul><li>5 </li></ul><ul><li>6 </li></ul><ul><li>7 </li></ul>
  26. 26. Jackass wid him long tail <ul><li>Jackass wid him long tail </li></ul><ul><li>Bag a coco comin down </li></ul><ul><li>Actions – stroke the long tail then tap. </li></ul><ul><li>Make the long and short sounds with instruments </li></ul>
  27. 27. Learning Outcomes <ul><li>We’ve explored long and short sounds on classroom instruments </li></ul><ul><li>We’ve performed long and short sounds in response to symbols </li></ul><ul><li>We’ve used instruments to create sequences of long and short sounds </li></ul><ul><li>The word for long and short sounds - duration </li></ul>
  28. 28. Year 2 Music YEAR A Summer 2009 THE LONG AND SHORT OF IT 3
  29. 29. Learning Intention <ul><li>To learn that music is made up of long and short sounds </li></ul><ul><li>……(sounds of different duration ) </li></ul><ul><li>To learn how to combine long and short sounds to fit in with a steady beat </li></ul>
  30. 30. Long Tail, Short Temper <ul><li>Listen to this song – listen carefully to the words </li></ul><ul><li>Which word has the longest sound in it? </li></ul><ul><li>Listen again – make a long arc on the air for the long sound and clap for the short. </li></ul>
  31. 31. Long Tail, Short Temper <ul><li>Listen again and notice the clip clop of the donkey’s hooves. </li></ul><ul><li>Are the sounds long or short? </li></ul><ul><li>Are the words in this section mostly long or short? </li></ul><ul><li>We’ll listen again and tap the clip clop on our knees. </li></ul>
  32. 32. Tingalayo <ul><li>We’ll learn to sing the song – </li></ul><ul><li>Tingalayo, come little donkey come X 2 </li></ul><ul><li>Me donkey eat, me donkey sleep, </li></ul><ul><li>Me donkey kick wid him two hind feet. X 2 </li></ul><ul><li>Tingalayo, come little donkey come X 2 </li></ul><ul><li>Me donkey walk, me donkey talk, </li></ul><ul><li>Me donkey eat wid a spoon and fork X 2 </li></ul><ul><li>Tingalayo, come little donkey come X 2 </li></ul><ul><li>Sing the long sounds smoothly and the short sounds snappily. </li></ul>
  33. 33. Tingalayo rhythms clip clop clip clop clip clop clip clop Tin -ga –lay---------------------o spoon and fork spoon and fork come lit - tle don - key come lit - tle don - key
  34. 34. Tingalayo rhythms <ul><li>We’ll practise each rhythm </li></ul><ul><li>Half tap the clip clop beat, half tap a rhythm </li></ul><ul><li>All tap the clip clop beat, take it in turns to tap a rhythm on a woodblock (say the rhythm too) </li></ul>
  35. 35. Tingalayo rhythms clip clop clip clop clip clop clip clop Tin -ga –lay---------------------o spoon and fork spoon and fork come lit - tle don - key come lit - tle don - key
  36. 36. Learning Outcomes <ul><li>We’ve identified long and short sounds in a piece of music </li></ul><ul><li>We’ve performed long and short sounds in response to symbols </li></ul><ul><li>The word for long and short sounds – </li></ul><ul><li>duration </li></ul>

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